Enhancing Wellbeing and Independence for Young People with Profound and Multiple Learning Difficulties

Andrew Colley is former Senior Lecturer in Special Education at the University of East London, UK. He has master’s degrees in special education from the Universities of Birmingham and Cambridge and has taught young people with profound and multiple learning difficulties at schools in Essex and Cambridgeshire.Julie Tilbury is Lead Teacher for children with profound and multiple learning difficulties at Chailey Heritage School in East Sussex, UK, and has worked in special schools for 30□ years. She has a master’s degree in special education from the University of Birmingham and is studying for an EdD at the University of Buckingham.

• 1. Introduction Part One 2. What do we mean by wellbeing? 3. What do we mean by independence? 4. Wellbeing and independence in international and UK national policy Part Two 5. An introduction to the ‘Lives Lived Well’ surveys 6. The ‘Lives Lived Well’ surveys: Wellbeing 7. The ‘Lives Lived Well’ surveys: Independence 8. The ‘Lives Lived Well’ surveys: Wellbeing and independence beyond school 9. The ‘Lives Lived Well’ surveys: The link between policy and practice Part Three Focus on Chailey Heritage School 10. Welcome to Chailey Heritage School! 11. Supporting wellbeing at Chailey Heritage School 12. Supporting independence at Chailey Heritage School 13. Conclusion

"A great deal of professional attention is rightly given to the physical health of people with profound and multiple learning disabilities. As much should be given to their mental health and wellbeing. Afterall, physical health makes life possible, mental health makes it feel worth living! The drawing of information from research and real life mean this book is both informative and practical. Andrew and Julie’s insights act as a powerful enabler for the kind of reflective practice that will create better lives for people to live." - Jo Grace, sensory engagement and inclusion specialist"[This book] hits a mark seldom achieved, in not only posing questions related to the position of children, young people and adults with profound and multiple learning difficulties in 21st century society, but also in finding some answers. The book opens with a discussion of current practice, and then explodes into life with the results of a fascinating and wide-ranging international questionnaire which takes in the thoughts of practitioners in 20 different countries. Finally, the authors explore what is possible in one truly outstanding UK educational provision, given the funding. This does not mean that we in the UK should be complacent, for the fact that this school is reliant on considerable additional funding beyond that allocated by the state, tells its own story. Nonetheless, this is a thought provoking and innovative study, and I commend it to you." - Peter Imray, freelance trainer, advisor and writer on SEND"The book... is a very useful read for practitioners working with people with PMLD of all ages across the world. With a great number of quotes from professionals working in educational settings and other provisions in the UK but also in 19 other countries this book feels like hearing their voice, getting to know their practice and learning from them. The whole book but especially the third part of it, which describes in detail the exceptional example of Chailey Heritage School (specific filled in profiles are provided) is going to benefit immensely everyone who would like hands-on advice on how to improve the well-being and independence of people with PMLD. The authors have also drawn throughout the book links between research, policy and practice which makes their work of interest to researchers in the field too." - Lila Kossyvaki, Lecturer in Severe Profound and Multiple Learning Disabilities